ABSTRACT
Since the first edition of the Handbook of Research in Educational Technology, postmodernism as a philosophy, a concept, and a methodology has integrated itself firmly and solidly within nearly all scholarly domains. In the area of curriculum theory, one need not search too far into contemporary developments of curriculum without coming upon postmodernist foci. Yet in the field of educational technology, this is not so. Scholarship in educational technology is surprisingly resistant to postmodern activity in any systematic way. While there are many sporadic and isolated examples, the field of educational technology is weak in postmodern analyses.
